Module 2.3 - Read & Comment
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May 15
I wonder if the essential or simplest distinction between LGs and SCs is LG=“what” and SC=“how.” Am I on target with this? 
May 16
Glory Tobiason
Glory Tobiason
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Interesting, Bob. I wonder if this works, too: SC are the "what" (i.e., what will teachers see / hear from students?) and LGs are the "why" (i.e., why is that particular student performance worth analyzing and interpreting?").
May 18
But isn’t the LG the “what” of “what is being learned?” I do see the “how” in SC. The SC help students know “how” evidence is to be gathered & analyzed. |
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When you’re writing them, remember:
Because Success Criteria are aligned to a particular Learning Goal, thinking of them on their own (without the Learning Goal they “belong to”) doesn’t make a lot of sense. This relationship between the two (Success Criteria refer to and depend on a Learning Goal) means that Learning Goals need to be written first, before Success Criteria. |
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May 19
Even in learning goals, shouldn’t they be written with verbs that are observable and not with understand or know? I teach at the college level and we teach our teacher candidates not to use verbs that are not observable. I’m wondering if this will be confusing to teachers. In all of the assessment work I have done, courses I have taken, etc., we were told to never use any verbs for anything (i.e., goals, objectives, criteria, rubrics, etc.) that weren’t measurable. So, I guess I’m just looking for a little clarification here on verb usage? 
May 20
To me, learning is not obvious until the student demonstrates by writing, talking, showing, etc. The verbs come into play in the Success Criteria and the Learning goals are what students are learning. 
May 26
Comprehensive Assessment Coordinator Nancy Thomas-Price
Comprehensive Assessment Coordinator Nancy Thomas-Price
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Learning goals and success criteria...
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I think of Learning goals in terms of stating what we need the student to know or understand.. The Success Criteria then becomes about how we (student and teacher) will know the knowing or understanding has taken place. Yes, Written with verbs…. |
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Learning Goals often begin with verbs like know, develop, become fluent, apply, understand, use, or extend. Success Criteria often begin with verbs like explain, describe, model, show, write, justify, or create. Some examples of Learning Goals and Success Criteria are: |
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Learning Goal |
Success Criteria |
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Understand how the structure of DNA relates to its function |
Define the terms, structure and function; describe the structure of DNA; explain why the base pair rule means DNA forms complementary strands and a double helix |
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Use what you know about reading strategies so that you can understand what the text says as you read |
Use what you know about sounds and letters; ask yourself if the language makes sense; think about what you already know about the topic; use context clues when you come to a word you don’t know |
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Know how advertisers use persuasive techniques in multi-modal advertisements |
Describe how soft and hard sells are conveyed; explain the positive and negative emotions an advertisement aims to provoke; describe what makes an advertisement particularly effective/persuasive |
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Represent and solve addition and subtraction word problems by using different representations |
Explain what each number in the problem means; explain why you chose to add or subtract; explain how your representation shows adding or subtracting |
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While Learning Goals and Learning Experiences are related, they are fundamentally different components of Formative Assessment and it’s essential to distinguish between them.
A Learning Goal comes before a Learning Experience; it is, in fact, the reason for the Learning Experience. What this means for lesson planning is that the Learning Goal is established first, so that it can orient the design of aligned Learning Experiences. Put simply, the question, what will my students be doing? should only be asked when there is a clear answer to the question, why will they be doing it?
Below are examples of Learning Goals and Learning Experiences. Because the Learning Goals are substantive, students will need many more than the one Learning Experience shown to meet the goal.
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Learning Goal |
Learning Experience |
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Understand the chronicle of events that led up to the internment of Japanese-Americans in1942 and the causal relationships among these events |
Create a timeline of the events leading up to the history of Japanese-American Internment |
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Understand how authors use archetypes to help us quickly recognize characters |
Read two texts and identify which author uses an archetype and which author uses a stereotype |
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Use graphical representations to analyze exponential functions |
Explore what happens to the graph of the function, f(x) = ax when the value of a changes |
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It’s important to remember, however, that Learning Goals are part of a much more extensive progression of learning that builds from Learning Goals, through Building Blocks, all the way to standards. Even though Learning Goals are lesson-sized, they’re not isolated or discrete: the learning they describe is aligned to a standard and connected to other prior, concurrent, and future learning. |
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Learning Goals might be invisible because they often happen inside a student’s head—you can’t directly observe things like “knowing” or “understanding.” This is why Success Criteria should always be written as performances of learning that you can actually observe, things students will say, do, make, or write that will make the status of their learning visible.
No paragraph-level conversations.
Start one.
May 15
In my school (back in the day) we used the terms outcomes and indicators. I wonder if they parallel LGs and SCs? Indicators were observable behaviors in students that would evidence student achieving outcomes. 
May 17
Yes, LGs and SCs are similar – the LG is the intended learning at the end of the lesson – in other words, why did we all show up today? And the SCS are indicators of progress – how will we know we are learning what we are supposed to be learning? |
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May 17
Do they ever need to be re-written for students to own them?
May 17
If students don’t understand what they mean and what is means to achieve them, it is a pointless exercise.
May 18
When I was teaching in the classroom, I would display a project rubric on the whiteboard and walk students through it word by word co-editing/constructing the rubric. They then used the rubric for peer-reviewing and I used it for grading. Do you recommend a similar approach for the LG & SC?
May 26
Comprehensive Assessment Coordinator Nancy Thomas-Price
Comprehensive Assessment Coordinator Nancy Thomas-Price
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Touche!
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Can I click on a LIKE button : – D 
May 18
Consultant Nancy Gerzon
Consultant Nancy Gerzon
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Language students can understand matters.
[Edited]
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I think, Bob, that it is helpful to have success criteria either written in language students can understand, or, have students develop the success criteria themselves. Engaging students with what the success criteria mean to them is key to their being able to apply them to their own work and the work of others.
May 18
Nancy, I this you answer my question to Margaret above.
May 18
Learning targets are written in student friendly verbage and so they can understand. We are required by our district to have learning targets. How are learning targets different from learning goals? I’m not sure they are.
May 19
One way to check if your current definition of learning targets is the same as this definition is to compare some of your district learning targets with the ones in this example, or the samples later in this lesson. Do your learning targets meet the criteria we’ve set out for learning goals or success criteria? Sometimes we see similarities between existing practices and those suggested here. In other cases, learning targets are reworded learning goals (using the words understand or know) that are developed from the standards, but, are not yet “lesson sized”. In these cases there is work that needs to be done to consider developing “learning sized” lesson goals and aligned success criteria. |
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Accessible Learning Goals and Success Criteria enables students to participate in and contribute to the learning community by evaluating their own and their peers’ learning. When students internalize Learning Goals and Success Criteria, it also helps them make meaning of challenging content. A clear sense of what the goal is and what it will look like as they move towards that goal can act like a cognitive lighthouse, a feature of the cognitive landscape with which students can organize and orient their learning. |
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May 15
Clarify Intended Learning is how this teacher helps her students know what the “hot ticket items” are.
May 16
Glory Tobiason
Glory Tobiason
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I'm wondering what "Clarify Intended Learning" might look like for younger students. I mean, what if the intended learning is somewhat complex or refers to concepts that a 1st or 2nd grader might not be familiar with?
May 18
Aren’t the Building Blocks the mitigating steps, helped to avoid presenting something too complex? I’m thinking that the Building Block approach is a plan for preparing students for what comes next.
May 19
Good point Glory. Age and other factors can play a role. I’m still curious about how others engage students in the Learning Goals/Success Criteria sense-making. This is a practice to around which it would be great to share.
May 17
Hot ticket items??
May 19
.. what April Pforts mentions 36 seconds into the video as what students must know as part of “Clarify Intended Learning.” |
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Learning Goals Describe what students are going to learn |
Success Criteria
May 18
Consultant Nancy Gerzon
Consultant Nancy Gerzon
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Considering success criteria and learning experiences
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One idea that resonates for me in this video clip is how easily and quickly I was able to grasp what a student needs to do to demonstrate their learning. I am wondering if my perception is shared by others that the students also seemed to understand right away what success would look like, or as Bob said earlier, how they would know they were successful. Indicate how students can demonstrate learning
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Learning Experiences Describe how students will acquire the learning
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I understand that congruent figures remain congruent through the rigid motions of translations, rotations and reflections.
May 19
Learning goals require evidence to determine if they are true/met.
May 19
In all the assessment work I’ve ever done, we were told not to use verbs like “know” or “understand” but rather to use observable verbs (i.e., explain, analyze, etc.) Learning goals do require evidence, but how do you measure understand?
I understand that justifying my conclusions, communication with others, comparing plausible arguments and asking useful questions helps to clarify mathematical reasoning.
I understand that using clear and precise definitions helps to simplify and strengthen the mathematical reasoning process.
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I can use a series of rigid motions to show that two triangles are congruent.
May 19
Success Criteria are actions that can be observed and thus are evidence of something, i.e. a Learning Goal.
I can justify that there is more than one series of rigid motions to show two triangle’s congruence.
I can define congruence in terms of rigid motion to construct arguments explaining why two triangles are congruent.
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Learning Task 1: Use a sequence of rigid motions to show the two triangles are congruent. Compare and contrast your work with peers. Are their steps the same as yours? If not, are their steps valid? If yes, can you find a different sequence of steps to illustrate congruence?
Learning Task 2: Using the construction tools, construct a new triangle. Use a series of rigid transformations on your triangle to create a congruent triangle. Label the sides and angles you used to construct your original triangle as corresponding pairs of sides and/or angles in your pair of congruent triangles. Trade the construction of your two triangles with another group. Prove that the other group’s two triangles are congruent.
Learning Task 3 (Real World Application): Using your found design, use rigid motion to prove the parts are congruent.
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